Colburn, A. (2008, Summer2008). Learning Science Beyond the Classroom. Science Teacher, 75(5), 10-10. Retrieved September 29, 2008, from Academic Search Premier database
Summary:
This article was geared towards teachers entering the summer months. Colburn discusses the activities where students can learn about science, even when they are not forced to! This is referred to as “free choice learning”. Museums, zoos, TV, books, all provide students with adequate information on science; they just have to be perceptive to it. Colburn went on to describe the basic structure and function of a science museum. The people enter, expecting to be entertained, then they are hooked by a visual interesting display from the get-go. If the display is appealing enough, they may then read the information about it, if it is not, they move on to the next “topic”. A museum is also organized in a fashion that is coherent, and allows for social interactions. There is room at each display for spectators to discuss the visual displays and information, thus learning through socializing.
Reflection:
I thought that this was a clever and enjoyable article. It is based on a few very simple observations, however is extremely relevant in teaching science. What I gathered from this article was firstly, a learner must be hooked from the start; otherwise they will only look at the display and move on without reading the information. Secondly, lessons must make sense to the learner, just as a museum is set up to guide viewers from one display to the next, and lesson must lead up to the next topic. Although as educators, we have standards that must be covered; there is nothing wrong with some free-choice learning, where a student chooses what they are interested in. Lastly I took from this article the importance of social interactions, not only for the sanity of the students and teacher, but for the process of learning, sharing and/or sparking interest, and absorbing information.
Learning Science Beyond the Classroom
Colburn, A. (2008, Summer2008). Learning Science Beyond the Classroom. Science Teacher, 75(5), 10-10. Retrieved September 29, 2008, from Academic Search Premier database
Summary:
This article was geared towards teachers entering the summer months. Colburn discusses the activities where students can learn about science, even when they are not forced to! This is referred to as “free choice learning”. Museums, zoos, TV, books, all provide students with adequate information on science; they just have to be perceptive to it. Colburn went on to describe the basic structure and function of a science museum. The people enter, expecting to be entertained, then they are hooked by a visual interesting display from the get-go. If the display is appealing enough, they may then read the information about it, if it is not, they move on to the next “topic”. A museum is also organized in a fashion that is coherent, and allows for social interactions. There is room at each display for spectators to discuss the visual displays and information, thus learning through socializing.
Reflection:
I thought that this was a clever and enjoyable article. It is based on a few very simple observations, however is extremely relevant in teaching science. What I gathered from this article was firstly, a learner must be hooked from the start; otherwise they will only look at the display and move on without reading the information. Secondly, lessons must make sense to the learner, just as a museum is set up to guide viewers from one display to the next, and lesson must lead up to the next topic. Although as educators, we have standards that must be covered; there is nothing wrong with some free-choice learning, where a student chooses what they are interested in. Lastly I took from this article the importance of social interactions, not only for the sanity of the students and teacher, but for the process of learning, sharing and/or sparking interest, and absorbing information.
Haley W.